Elements of Quality

Respondents were asked "What does quality early childhood education mean to you?' 341 responses addressed this issue. In order of the frequency with which they were mentioned, these were the elements identified:

Qualified teachers

The need for qualified teachers was noted by 156 (40%) of respondents as a key element of quality ECE. Here is one comment on this issue:

Quality early childhood education has early childhood teachers/educators who are trained to at least the Diploma of Teaching level - preferably, in time, degrees with a strong focus on the learning and development of young children and the implementation of effective curriculum. (212)

Collaborative approach

A collaborative approach with parents and educators working as partners was the second most commonly mentioned element of quality ECE with 150 (38%) noting this as important. This is what one submission had to say:

Quality partnerships with parents and education for parents about the importance of their support in their child's development right through their childhood. (220)

Improved group size and ratios

141 responses (36%) indicated the need for improved group size and better ratios of staff to children. One respondent described it this way:

Quality means . . . a group size which allows for positive meaningful relationships. (207)

Quality programmes

The need for quality programmes that provide a rich experience for children was identified in 107 responses (27%) as an important element in quality early childhood education. Here is one description of a quality programme:

Quality means . . . delighted children whose care and education is planned for, and intentional, i.e. who have a range of rich experiences available to them, appropriate equipment and environment. (222)

Interactions which enhance learning and development

Adult/child and child/child interactions which enhance learning and development were considered by 86 respondents (22%) to be important. This is one comment:

Quality is achieved by regular interaction with adults who have knowledge of the purpose and goals of that interaction, in groups which are small enough to allow the interactions to take place in a meaningful way. (281)

Safe, healthy and secure environment

A safe healthy and secure environment was a priority noted by 85 (22%) of respondents. This quote illustrates that view:

Quality early childhood education means an education which provides a safe environment in which children are respected and valued and in which children learn to respect themselves, other people and their environment. (214)

Between 15%-20% of responses identified these elements as important to quality ECE:

• inclusive education for Maori and Pacific children, and where the needs of children with SEN are adequately resourced
• appropriate buildings, equipment and resources
• pay and conditions that recognise the value of early childhood education
• very affordable or free services.

Between 10%-15% of responses also indicated these as important elements:

• Te Whariki effectively implemented
• On-going professional development.

Other elements mentioned by between 5%-10% of respondents included: genuine choice being available; services where the United Nations Convention of the Rights of the Child and/or the Treaty of Waitangi are honoured; and services where no capital or personal profit is made.